Transformasi Evaluasi Pembelajaran PAI di Era Kecerdasan Buatan: Kajian Pustaka tentang Asesmen Formatif Digital dan Learning Analytics
Keywords:
Digital Formative Assessment, Learning Analytics, Islamic Religious Education Evaluation, Artificial Intelligence, Islamic Education TransformationAbstract
This study aims to comprehensively examine the transformation of Islamic Religious Education (PAI) assessment through the integration of digital formative assessment and learning analytics in the age of artificial intelligence. The method employed is library research with a descriptive-analytical approach to 23 primary and secondary literature published between 2021–2025. The findings indicate that digital formative assessment and learning analytics offer significant opportunities including personalized learning, instant feedback, administrative efficiency, data-driven decision making, inclusion, digital portfolio documentation, and promotion of autonomous learning. Various technological models and platforms are available, ranging from adaptive testing systems, game-based assessment, Learning Management Systems (LMS) with analytics, intelligent tutoring systems, video-based assessment tools, to automated essay scoring. However, implementation faces substantial challenges such as digital divide, limited teacher competencies, instrument validity issues, data privacy security, risk of overemphasis on quantitative data, vendor dependency, potential academic dishonesty, resistance to change, and potential dehumanization of assessment. For optimization, comprehensive strategies are required including teacher competency development, equitable infrastructure provision, contextual platform development, establishment of standards and regulations, balanced assessment approach, stakeholder participation, ethical AI framework, continuous evaluation, and in-depth research. The key to successful transformation lies in utilizing technology to strengthen the essence of Islamic education: tarbiyah, tazkiyah, ta'lim, and ta'dib, rather than merely pursuing technological innovation without strong pedagogical foundations.
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